Tag Archives: esl

ESL – Subject or Communication Tool?

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What happens in a math class? There were so many rules, but only one answer. You sit there and listen. Maybe the teacher asks you to come up and work out some problems on the board. But, honestly, if you find math boring, then you probably just copy the homework off your friend. Exams are an exercise in guesswork.

And, you know what? You were right, and your teacher was wrong – this stuff really isn’t useful after high school.

Of course math is absolutely necessary for certain professions, and some people really love it. I have engineer friends who use it all the time. But for your average high school screw-up, math isn’t nearly as useful as, say, a foreign language.

I teach university in Mexico. I see the looks on my students’ faces on the first day of class – the dull glaze to their eyes, the fear of losing so many hours of their young lives in stuffy classrooms at the mercy of some bore droning on and on.

This learning method – teacher speaks, students listen, students do exercises, repeat – has been beaten into them. It sure was beaten into me back in my university days when I was forced to study Spanish.

How ironic. Back then Spanish was one of my most boring classes, right up there with math. And now I live in Mexico and study Spanish as much as I can. What happened?

While in university I zoned out in class and barely learned a thing. Now, here in Mexico, studying Spanish is a means to an end. That end is communication.

My Spanish teachers taught Spanish like how my math teachers taught math. Learn the rules and formulas. Listen to some explanation and then do exercises from the book. Sure, to her credit, one of my Spanish teachers put us in pairs to get us to practice, but it just didn’t work. We all had a common language, English – too easy to fall back on.

My point is, why teach a language the way math (or history, or science) is taught? Languages have much more in common with music or sports, and they should be taught that way. Practice is vital. Mistakes are normal, even to be encouraged.

You don’t learn piano or hockey by opening up a book and answering questions. You learn by doing it. Your students should spend the majority of their time in class practicing, usually by speaking. Explain the grammar, give some examples, and then give them plenty of time to speak, with corrections of course.

Have you studied the P-P-P teaching method: presentation, practice, and production? It really does work. The presentation part, where the teacher explains the grammar topic, should be as brief as possible, maybe only five minutes in a one-hour class. The other two parts, practice and production, are when the students use the language. Maybe they make a survey, give a presentation, or have a conversation. Remember, it’s not only practice, but practice with correction. Strive to correct every mistake. Make notes if you have to.

That’s the benefit of learning in a classroom, which is why ESL teachers still have a job in this Internet age. Making mistakes is part of the learning process, which isn’t the same as, say, studying to be a doctor.

Fun Classroom Games that Every ESL Teacher can Use

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Getting English learners to speak up in classes can be really tough. Learners can however be made to participate actively if the learning is fun. This is particularly true of young men and women in their teens taking ESL lessons, teachers have discovered. Learning is fun when they are coaxed with games. Keep the games as simple as possible and in no time you will get them involved and talking. Fun games can really break up the silence that pervades language classes. Games will make your classroom reverberate and lively.

Here are 3 games for ESL teachers who have tough time in making their students speak up. As a teacher of ESL, make the games an integral part of your students’ experience. They have been tried and tested and there is no reason why it should not work in your classes as well. Depending upon the age group you are handling, you can vary the games.

Game # 1: Dice Game

This is one of the simplest of games, and all that you need for this game is a dice. You can buy a poker dice in a sports goods shop; they cost very little. The next thing that you need to do is prepare 6 questions that are simple to answer, but need eloquence to answer. Make the questions relevant to the learner – it should relate to the learners’ family, the college where the learner studied, places they have visited or would like to visit, foods they like most, dresses they would like to wear, what their parents do, about their siblings, or any question you guess will make them think.

You can either write a list of question for each individual (though that will take time) or make a common list of 40 or more questions and let the learners choose 6 questions each. The learner will choose and write down the selected questions on a piece of paper and number them from 1 thru 6. The game begins by each leaner rolling the dice. The number in the dice is the question that a learner will have to answer. Give students enough time to rehearse their answers and then speak to the classroom.

Game # 2: Bingo Game

Most students are familiar with the rules of Bingo so you will not much of instructions to give. The purpose of this game is to get each learner know about the other. Prepare a chart with 5 numbers on it. In this game every learner will prepare a list of experiences they have had – a trek in the forest gone bad, first-time exciting scuba dive, a day in a deserted island or the first cake the learner made in her lifetime are all typical examples to write. After the learners have written down their lists, learners must sit together and pick out at least 40 great experiences to talk about. Of course the teacher can write her own experiences to talk about, but a better way is to let the learners do it.

Next, on the bingo board ask each learner to write down the experience he or she would like to talk about. Match the experience with each other learners and form groups of 2 or 3 and ask them to talk about their common experiences. Each learner should be given a minimum of 2 minutes to talk on their topic of interest. The game comes to end when a particular learner has talked on 5 experiences. He or she is the winner of the game.

Game # 3: Hidden Speaking

Hidden speaking is a fast and energetic game. You can begin the game by writing down several questions on an index card each. Every question should relate to questions that tests the learners abilities at comprehension. The purpose of the game is to improve your learner’s vocabulary. Questions should be as objective as possible. Typically questions that rest on grammar are fine. Even before the learners have arrived for the class, each of the index cards must be kept hidden within the classroom.

Now break your students into two teams (to make them compete) and make them aware that somewhere in the classroom you have hid index cards and it is for them to search and pick one card each and no more. When a student is able to find a card, he or she will have to answer the question they see on the index card. If the answer is correct, then the team to which the student belongs wins a point by retaining the card for the team. A student who finds a card and is unable to answer the question on it also has the option to find someone within the team to find answer for it and then answer it.

Once a card has been answered correctly, the student can search for another and another. Every card answered correctly will add points to his or her team. At the end of a certain time, or when all the cards have been found the game comes to an end, and the team with the most number of cards answered wins the game.

The key to teaching an alien language is in making it fun, and this is especially true of ESL classes, teachers have discovered. The three games here can be adapted to your particular needs.

 

Following TEFL Certification, what are the next steps?

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After completion of your certification to teach abroad (whether that TEFL, TESL, or TESOL course), what do you do next? If you’ve got aspirations to teach abroad, which you should considering you just shelled out a few hundred bucks to receive certification, you have to first decide a general timeline for when you want to teach. If you aren’t in a hurry to get into a different country to begin your international teaching career or if you’re eager to get out of North America as soon as possible and embark upon your next adventure, the steps getting there are identical.

Where do you want to teach?

Depending on your interests, goals, and desires, there are many different opportunities to teach abroad. For me, national histories and cultures were the main draw. For others it may be the geographical location, weather, landmarks/tourist sites, surrounding countries, language spoken, and a bevy of other items that may grab the attention of the aspiring teacher. Would you like to experience the nightlife of Rio de Janeiro, or would you care to experience the Chinese New Year, or feature the Kremlin in your backyard. While the last may have been an exaggeration, the point remains that the world is your playground to pick and choose where you desire to study.

Crafting your Resume

Tailor your resume to fit the position, like any other job you would apply for. Emphasize that you hold an international teaching certification along with any and all teaching experience in the United States. Even by substituting a few times at the local high school shows potential employers that you are not alien to the teaching process. And while the school system will certainly not be identical wherever you choose to teach, at least you have experienced standing in the front of a class and presenting a lesson plan.

Interview Prep

As with any interview, you’ll want to dress for success. Suit and tie, dress, and slacks should be fashioned regardless of the interview type. Some schools may be able to meet with you in person, talk to you on the phone, or conduct the interview via Skype. Speak clearly and concisely while demonstrating your desire to teach abroad and why you are qualified for the position over any possible competition. Be aware that your interviewer may be ESL themselves.

Passport/Visa

Dealing with legal issues that may arise from improper documentation can be an absolute damper on an otherwise wonderful adventure. Filing claims at an embassy, away from home, and out of your comfort zone is nerve-wracking and an absolute mess. Any and all of your plans can be put on hold for several weeks at a time until the matter is settled.

Preparation

Teaching English abroad can be a wonderful experience, but I’ve known many unprepared individuals going overseas to teach or travel who have not had such a positive experience. First and foremost, make sure your all travel documentation, visa, and passport are up-to-date and in proper order. After getting all the kinks ironed out in regards to deciding where you want to teach and completing your interview process, leave ample time to prepare your mind for traveling abroad. While teaching English in another country can be great, make sure you know what you’re getting yourself into. It isn’t easy – the students you will be in control of pose a unique challenge for the simple fact that they do not speak the language you are most comfortable with. Oftentimes you could feel lost and sometimes alone out there, so try to make some contacts before heading over. Other than these minor qualms, enjoy your stay teaching abroad and be sure to share your experiences with others interested in the program!